/

///
I
///

f
/
%
/

//

_,_-.:,,:
·'lf. tneJjJghest
ai'!}·o.fJ'"'~aptain
were to preserve
. his ship, he would
keep) t,in port
~ :/ qre,ve,r.'
~ ( Th~masAquinas,
, Italian philosopher

Video: Aculture of equal pay

Lesson outcome: Learners can use vocabulary related to Vocabulary: Elements of corporate culture
corporate cultures. Project: Company policy

Reading: Work-life balance schemes

Lesson outcome: Learners can use the Future Continuous and Grammar: Future Continuous and Future Perfect Simple

-
the Future Perfect Simple to talk about events that are taking
place or that have finished at a point in the future. Speaking: How do you see yourself in the future?

Communication skills: Building relationships Video: Building relationships

Lesson outcome: Learners are aware of different ways to build Functional language: Building trust
relationships and can use a range of phrases for building trust. Task: Choosing a candidate

Business skills: Presenting yourself Listening: Presenting yourself to a new project team
Lesson outcome: Learners are aware of the different stages Functional language: Self-presentation
of presenting themselves and can use a range of phrases for Task: Presenting yourself to international colleagues
self-presentation.

I ' I 1.
Model text: Acompany news blog
Functional language: Structuring a company news blog
Lesson outcome: Learners can plan and write an informative
company news blog. Grammar: Phrases with be
Task: Write a blog

f Business workshop 1: p.!)8

L _ -·-.
I Review 1: p.104 I Pronunciation: 1.1 Stress in compound nouris 1.2 Auxiliary verbs
in the Future Continuous and'F-utur~ erfect Simple p.lJ:i
._,.. Gram~ a~~ ~:ce:
_ =
p.naJ
_

>7<
 1.1
Lesson outcome
Lead-in 1
cuMure /'k/\ltfa/ n [C,U] the
attitudes or beliefs that are
shared and accepted by a
particular group of people or
in a particular organisation
VIDEO 2A you are going to watch a programme about a company which feels it !s
gra_vity _-.-~-
P.a.. Teacher's resources:
. . . extra act1v1t1es
!'!Iii. Teacher's resources:
. . , alternative video and
extra activities
Vocabulary Elements of corporate culture
) 8 < •collocation: words which are often used together
"JWorkplace culture
Learners can use vocabulary related to corporate cultures.
Read the definition and discuss these questions.
1 Can you think of attitudes and beliefs that are shared in your culture?
2 How would this affect the workplace? Discuss these points.
how people feel about hierarchy in companies
the way people behave and communicate
what people wear
how people work together
3 What other aspects of work might be affected by culture?
important to treat all employees fairly and equally. Think of all the thmgs
the company might do to carry this out.
Well, they could give everyone free lunches or more time off.
B a1~~ Watch the video and find out what the company actually did.
3 Watch the video again and answer the questions.
1 What exactly was the change that Gravity Payments made in their pay to employees?
2 How did this change help Korinne?
3 What was Alyssa able to do?
4 What did some senior staff do in response to the change and why?
5 How did this change directly affect the employees and the quality of their work?
6 What positive effect did the publicity about the increase in salaries have on the
company?
7 What did one of their customers say aboutthe change?
B What did staff do to thank their boss?
4 Work in pairs or small groups. Discuss these questions.
1 What are some of the effects that corporate culture can have on the lives of employees?
2 How important is a high salary to you? Is it more important than a good working
atmosphere?
3 What do you think motivates employees? What motivates you personally to work
or study hard?
4 Do you think other companies should use Gravity Payments as a role model?
Why / Why not?
SA Match 1-4 with a-d to make sentences from the video.
1 We talk about the 'culture' of a company- a go up to $70,000 a year.
this might mean its dress code or b recognised in the new more equal
2 Dan Price announced the company's pay structure.
minimum salary would c the way in which staff communicate
3 We are going to have with their managers.
4 They felt their skills and experience d a minimum $70,000 pay rate for
were not everyone that works here.
B Work in pairs. Look at the sentences in Exercise SA again and underline the
collocation* in each sentence which refers to corporate culture. What do
the collocations mean?
dress code - the type of clothes people are expected to wear
 1. 1 0 Worl<place culture I]

6 Decide if the definitions of the underlined words are correct. Correct the
incorrect definitions.
1 Company hierarchy refers to staff organised on one level.
2 The~ of a company are the amount of money the company is worth.
3 Organisational behaviour looks at how people in an organisation work together and
how this affects the organisation as a whole.
4 Agood atmosphere in a company means that employees can open the windows when
they want to get fresh air.
5 A ~ is a plan for achieving an aim.
6 Company structure means that the company has a very strict hierarchy.
7 The~ of a company refers to the TV commercials a company produces.
8 An open-plan office is one which does not have walls dividing it into separate rooms.
9 Flexibility refers to people or plans that can be changed easily to suit any new situation.

7 Complete the text using the words in the box.

atmosphere code flexibility image pay strategy structure values

Corporate culture is different from company to company but very often it is connected
to the 1_ _ _ _ the company has. This affects the company 2_ _ _ _ as well
as the 3_ _ _ _ rate. Some companies are more formal and have a specific dress
_ _ _ _ while others feel that it's important to have 5_ _ _ _ in what people
can wear. Asking employees for input when developing a(nl 6_ _ _ _ forthe future
can make employees feel valued and can help to create a good 7_ _ _ _ • Each
company has to decide these issues for itself and they all go together to create the
8_ _ _ _ the company has both internally and externally.

SA Work in pairs. How important is it to find out about the culture of a company
before you begin to work there?
B Choose the elements of corporate culture in Exercises 5B and 6 that are most
important for you and put them in order, starting with the most important.
Then discuss your list with a partner.
5',. Teacher'~ r~~ources:
11':1' extra act1v1t1es page 114 See Pronunciation bank: Stress in compound nouns

9A;:_Work i.n·smaUwoup~. _DiJCUS~-~h~se ~~~s'tig~~..: : ;\ \,( , . , , ... ~, :." ~\,>'• .

,, ··yvhi.~h valu·es and/or company pr~ct1ce~.~9, Y9J,thmt c~;'·l~,$,mo~! ~r?cbl~m.~1, ,t•
_~~mpf~i~s in your country? Explain why,9nd give exarpel~s wflefeposs1b~ e,,r
1 1
,:~Hal(~ you had personal experience of this yourself? If sq, giv~ el(~l]lples. ,·_J.,P'i'•·_....,.,.
a
. Worl<Jn pairs and decide on fictional coi:11pany i~ whi~~you .
, work: Choose three of the problem areas m Exercise 9A a,nd
'. cl~c;ide what your company policy is on each. Prepare·i~·: ·
4 mini welcome' for new employees. Include explanations
r,a~9ut 'why your company has these policies. ·
{. ··•., ~-
, ' ... Regroup with someone from another pair. Roleplay
·· ' 1j;. yo_
1
uftvl(o•different'mini ~elcomes\ Take ~urns to be
·.;- .F~-~employee who expla!ns company policy a~d
.,the new employee who listens and asks questions.

'? ct',,, "Y4!." ' . 'f· • ,;. -~-'. • • ~- ~. { .: -· ,' .,• :;.

How SL)Cfe~~ully,~ave,y9µ.~,S~J~ved t~e[es~on out~orne? Give yourself a score

frolill 0 (!i~~c!11J:1~.r..~'pr~.eti!~)tp so·~nQW th1_s_vvelD ..
Self-assessment Go to lli1JiSe(f.:as~essli;lent 1n MyEngl1sh~~b.to reflect on what you have learnt
,_ _,.·t, .;r,,.v.' ,·
· ~
.- •, //&
- ~

Lesson outcome
- - - .
Employee retention
Learners can use the Future Continuous and the Future Perfect Simple to talk
about events that are taking place or that have finished at a point in the future.

Lead-in 1 Match the words and phrases in the box with the definitions.

diverse work menial tasks promotion sabbatical work-life balance

1 work which needs little skill

2 a fixed period of time when someone takes an agreed break from their job
3 the fact of getting a better paid, more responsible job
4 a situation in which you are able to give the right amount of time and effort to your
work and to your personal life outside work
5 jobs that are very different from each other

2 Work in pairs or small groups. Discuss the terms in Exercise 1 and what you
think their effect might be on employee retention.
Reading 3 Read the article quickly. What details does it mention about the ~erms in .
Exercise l? What other ideas for employee retention does the article mention?
The text says work- life balance efforts could make young employees' lives better.

4 Read the article again and decide if these sentences are true (T) or false (Fl.
1 All bankers at Morgan Stanley are given month-long paid sabbaticals.
2 JP Morgan expects its employees to dress formally for work.
3 People outside the banking world think that not working Friday nights or having two
free hours every week are very important for employees.
4 Goldman Sachs has a specific strategy to keep their junior bankers.
a_
, Teacher'~ re~ources: 5 Millennials do not put salary first when looking for a job.
../ extra act1v1t1es
IP' 6 Employees need to believe that they have a future at a company in order to support it.

FT Investment banks' work-life few months, Morgan Stanley :l!'.ill

balance schemes will pay off have told top first-year analysts that
they have a bright future at the bank.
These retention efforts make sense
has told employees to take every

-
Morgan Stanley has started extending
its month-long paid sabbatical
scheme to include some of its
junior bankers. Credit Suisse is now
5 encouraging all European employees
to take Friday night and Saturday
morning off. Swiss rival UBS tells
employees to keep two hours a week
for personal business. And JP Morgan
10
weekend off unless they are working
on a 'live deal' and has relaxed its
dress code to business casual. Non-
bankers may think these work-life
15 balance efforts (Friday nights off?
two hours a week?) are not important,
but they may truly improve the lives
of many young Wall Street and City
employees.
20 The banks are also taking specific
steps to improve retention at a time
when other companies have been
stealing some of their young stars.
Goldman Sachs was the first to
25 implement a junior banker retention
initiative that included quicker
promotions, fewer menial tasks and
more diverse work. Royal Bank of
Scotland and Barclays soon followed.
30 By the time they have been there a
35 when looking at the recent survey
of millennials in 25 countries by
Manpower Group. It found that 21-
to 36-year-olds prioritise job security
above everything except money when
40 choosing their employers. Before the
financial crisis, Wall Street could
use huge bonuses to keep its young
employees. Now the banks have to
find other ways to do this. Humane
45 working environments and proper
career development are a good way
to start.
Hopefully, within a few years
these new initiatives will have ma@
50 a real difference. The best way to gel
staff members to care whether their
employer will be doing business in
the future is to convince them that
they will be working there when it
55 happens.

> 10 <
 1.2 >I Employee retention CJ

Grammar Future Continuous and Future Perfect Simple

SA Look at the underlined verb forms in the article and match them with the
definitions of the Future Continuous and Future Perfect Simple.

We use the Future Continuous to talk about an event that 2 We use the Future Perfect Simple to talk about events
will be taking place at a particular moment in the future. in the future which will be finished by a certain time.
action starts before - . _ _ _,,,,.,-- action happens before
and finishes after ':.I the point of reference
the point of reference

now future now future

point of reference, point of reference,
e.g. next Friday at 5 p.m. e.g. next Friday at 5 p.m.

Next Friday I wi// be finishing the report. By next Friday I will have finished the report.

B What information can you find near the underlined verb forms in the article that
tells you when each action will take place?
(§y the time they have been there a few monti?)Morgan Stanley wi// have told top
first-year analysts that they have a bright future at the bank.
C How are the Future Continuous and the Future Perfect Simple formed?
The Future Continuous is formed with 1_ _ _ _ + 2_ _ _ _ + 3_ _ _ _ participle.
The Future Perfect Simple is formed with•----+ 5_ _ _ _+ 6_ _ _ _ participle.
page 118 See Grammar reference: Future Continuous and Future Perfect Simple

6 Complete the sentences with the Future Continuous or Future Perfect Simple forms
of the verbs in the box. Consider if they will be in progress or will be finished.

/ change do improve promote rest take I

1 In Aprilhe _ _ _ _ a month-long paid sabbatical.
2 My company has just announced that it _ _ _ _ the office to an open-plan set-up
over the weekend. It's a shame, I really liked my quiet office.
3 I'm glad the weekend is here. By next Monday I _ _ _ _ and should have the energy
for a very busy week.
4 By the middle of the next decade, investment banks _ _ _ _ the working conditions
of their employees a great deal and should see better rates of employee retention.
5 There is a lot of discussion about what companies _ _ _ _ in the future to keep
their employees motivated.
6 Our boss said that by the end of the year they _ _ _ _ a number of junior staff
to more senior positions.
ft\. Teacher'~ r~~ources:
llrJ"' extra act1v1t1es page 114 See Pronunciation bank: Auxiliary verbs in the Future Continuous and Future Perfect Simple

Speaking 7 A Complete the questions with the Future Continuous or Future Perfect Simple
forms of the verbs in brackets.
1 What kind ofjob _ _ _ _ (you / look for) in the future? Do you think this is going
to be an exciting field?
2 By the end of the year what _ _ _ _ (you I finish)? Is there anything _ _ __
(you I not finish)?
3 What do you think _ _ _ _ (you I do) ten years from now?
4 By the time you have worked for five (morel years, what position _ _ __
(you I reach)? And in ten years?
B In pairs or small groups, ask and answer the questions in Exercise 7A.

How successfully have you ach ieved the lesson outcome? Give yourself a score
from O(I need more practice) to 5 (I know this welU.
Self-assessment Go to My Self-assessment in MyEnglish Lab to reflect on what you have learnt.
. .· .,. ' .
·, ' .. ~ --' . .

CO~M_UNICATION,SKILLS
~///J/~ _Bu1ld1ng relationships
Lesson outcome L1ali!le~ are·av.:an 1of djfferent ways to build relationship~and can use
a range ?f,phrases fur building trust. .

Lead-in 1 In pairs, read the comments from two professionals and discuss the questions.
1 Think of one potential advantage and disadvantage of each style.
2 How important do you think building trust is at work? Why?

'I trust people fast. I like to be open with people from the beginning ~nd share .
information. I think focusing on common objectives also helps to bwld trust qwckly
and makes a team more efficient.'

'I don't really focus on trust at the start. I focus on getting my own job done.
Relationships and trust building comes later aher people prove they're competent
and can deliver what the team needs.'

VIDEO 2 a 1.3) EN-Tek and Go Global have entered into a partnership. Watch the video.
What are Sanjit's three concerns about working with Go Global?
3A In small groups, discuss which is the best communication style (Option Aor Bl
for Sanjit to use in the meeting with Go Global. Give reasons for your answers.
As a class, decide which video to watch first.
Option A- Focus on building trust and collaboration: Be open and ask questions to
explore others' ideas. State clearly your respect for others' skills and commitment. Focus
on positives and joint opportunity.
Option B- Focus on task completion and your own objectives: Explain your objectives.
II Go to MyEnglishLab fo r
extra video activities.
Ask questions to explore possible problems with completing the task.
B Watch the videos in the sequence the class has decided, and answer the
questions for each video.
Option A a 1.3.2 1 Which two topics does Claudio say are important to discuss?
2 Where do Go Global want to set up production?
3 According to Emma what are the major issues?
4 How does Sanjit remain open to others' ideas, stay positive about the working
relationship and show respect for others' commitment?
Option B a 1.3.3 1 At the beginning of the meeting, what does Sanjiit say he needs to know?
2 Why aren't the distribution partners good enough according to Emma?
3 How does Sanjit challenge Emma about her analysis of the situation?
4 How do we know Claudio understands and supports Sanjit's objective to go with
local people?

4 In pairs, discuss which approach you think was most effective in establishing
a positive working relationship based on trust. Why?

5 awith yourWatch
1.3.4 the Conclusions section of the video and compare what is said
answers in Exercise 4. Do you agree? Why/ Why not?

Reflection 6 Think about the following questions. Then discuss your answers with a partner.
1 Which of the two relationship building styles in Exercise 3 do you prefer? Why?
2 In which situations might you use your non-preferred style? Why?
 1.3 )I Communication sl<ills: Building relationships ll

Functional Building trust

language 7 A Look at the strategies in the table for building trust with people you work with.
Then complete the table with these phrases from the video.
a Could we help you [with that]? d One way to solve this is [just] to [send our analyst].
b We both want to [go forward e To be honest, Ifeel [a little] worried [about
with this]. your proposal].
c Ilike your suggestion to [get f I understand what you're saying about [distributors].
more data].

Focus on common Let's wait until we [have the detailed quality report] and decide together [next week].
objectives I

Share ideas Can Isuggest that [I give an update on ...]?

2

Be open about Frankly, I'm concerned that ...

thoughts and feelings 3

Show empathy Ican see you're [concerned about .. .J.

4

Offer support Would it be [useful] for me to ... ?

s
Show trust in others Based on [your experience], how do you think we can ... ?
6

B In your experience, what else can you say or do which can help to build trust
with other people?

8 Complete the dialogue between an IT manager (Maria) and an external

consultant (Ralf) using phrases a-f from Exercise 7A.
M: With these project delays, Idon't see how we can possibly finish things on time.
R: I'm still very confident.
M: And, 1 rising costs. We're currently 20 percent over budget.
R: 2
____ costs. This is a concern.
M: Exactly. And I really don't see what we can do about it.
R: OK, look. 3_ _ _ _ reduce the time we're spending on testing.
M: Yes, 4 reduce your time. But you need to test as you develop things.
R: That's true. 5_ _ _ _ develop software which works. But testing is expensive.
6
M: with the testing? Some of our people could pick this up quickly.
Teacher'~ r~~ources: R: That could work. We reduce costs, keep testing quality, and deliver on our promise.
_/ extra act1v1t1es
U"' M: OK, let's try this idea. Thanks, Ralf. I knew you'd come up with something.

9A Work in pairs. You work at the same company and are meeting to
decide which of two candidates (Alice Andrews or Mike Preston)
will lead on a new project. Read your role cards and prepare for
the meeting. Remember the strategies from Exercise 7A.
Student A: Read the role card on page 126.
Student B: Read the role card on page 128.
B Hold your meetings and try to arrive at a decision.
c At the end, discuss how you could improve the communication.

How successfully have you achieved the lesson outcome? Give yourself a score
from O(I need more practice) to 5 (I know this welU.
Self-assessment Go to My_Self-assessment in MyEnglishlab to reflect on what you have learnt.
 ~ ·4>/BUSINESS SKILLS .
~/A1 . ' Presenting yourself . '""'·'<I,
. ,~fn-<--

.l.f~ ~--~,...._-:--- ••. <! '-:~·.•1.~·

(.,;;,·; .".,·I Lesson outcome ,·

r ~~-·.;--- ~r·.
Learners are aware of the different stages of presenting themselves and can
use a ra nge of phrases for self- presentation.
,

Lead-in 1 Wor_k in pairs. Read the blog about presenting yourself. Which id~a in each .
sect,~n do you think is the most important? Why? Add your own ideas to the list
of things to do when presenting yourself.

8 TIPS for presenting yourself to make an impact

First meetings with international colleagues give you the opportunity
to present yourself formally and informally. Presenting yourself
effectively can help you build long-term positive relationships.

STEP l : Be proactive during informal personal introductions

before a team meeting
1 Approach people proactively and enthusiastically, and present useful
information about yourself.
2 Ask questions to show you are open and curious.
• 3 Find common points to build the relationship between yourself and others.

STEP 2: Build trust d uri ng the fo rmal round of personal presentations to the team
4 Volunteer to begin the round of personal introductions to create a positive mood in the room.
5 Build trust in yourself by giving details about your role, expertise and experience.

::;:~C~:~em~~:i:~:e~~da: : rs:h:::~: :::~;::bout working with the people in the room in the future.

7 Clearly show interest in what people have said during your first meeting with them.
8 Say goodbye to everyone. Offer support and express positive feelings about meeting again in the future.
.............

Listening 2A 1.01 Listen to Sue Jacobs as she introduces herself to two new colleagues,
Angela and Martin, just before a meeting for their new project team. Answer
the questions.
1 Where does Sue say she works?
2 Which questions does she ask?
3 What does Sue discover that all three have in common?
4 How does she end the conversation?
B 1.02 Now listen as Sue and her two colleagues present themselves formally
during the meeting. What does each speaker say about the three topics below?
Which personal presentation do you prefer, and why?
, responsibility and experience
main area of expertise
, thoughts about the project
c 1.03 Listen as Sue says goodbye to her new colleagues and answer
the questions.
1 What does Sue want Angela to send her?
2 What does she offer to do for Martin?
3 How does Sue end the conversation?
D Work in pairs and discuss the questions.
1 How well do you think Sue presented herself across the whole event? Why?
2 Which of the blog tips do you think she used?
3 In your experience, how effective will her presentation style be in different cultural
contexts? Why?

J
 1.4 )I, B~~i~es~ skills: Presenting yourself

Functional Self-presentation
language 3A Look at these phrases used by Sue in Exercise 2. Match each phrase (a-j) with one
of the tips in Exercise 1.
a I really liked what you said about
[your approach to projects in Portugal].
b I'm happy to start [the introductions].
c I'm [Sue], from the [London] office.
d Oh really? Me, too.
e My current job is [Head of Financial
Controlling in the UK].
f If you need any help with [tickets for the
theatre .. .I, just let me know.
g So do you [both] work [in local finance teams]?
h Iknow what you mean!
Ijoined [Han sens at the beginning of
last year].
I'm really delighted to [be part of this team].

B Use phrases a-h to complete the personal presentation below.

a the job is quite stressful e I'm based in
b if you need my help in any way f I used to work on
c the main task was g it's going to be great working with you again
d I'm proud to be involved h I'm now responsible for implementing

So, my name's Mike Foley and 1_ _ _ _ the New York
office. I've been with the company now for around five years.
I've always worked in IT. In the past, 2_ _ _ _ the
service desk, that was my first job, mainly just for our U.S.
operations. 3_ _ _ _ troubleshooting some of the more
complex issues. Since last year, I've been working far more
travel quite a bit; probably 30 percent of my time is on the road
to the USA, Canada and Latin American locations. I really enjoy
it, but 5 at times. I have to say, I'm really excited
to be working on this project. I know a couple of you, and
6 • I guess we all understand that this is a really
7
important project for the company, and • Just

internationally, mainly on projects, as '- - - - new finally,•- - - - , don't hesitate to ask. I'm here to
software solutions at Group level. What else? OK, I have to collaborate. Thank you.

ft..' Teacher'~ r~~ources: C Prepare a similar introduction about yourself to a new project team using
II"'
./ extra act1v1t1es the phrases in Exercises 3A and B.

4A Work in small groups and read the information. )TASK

Then choose an industry for your company.

Professional context ·,,

You work for a leading company in your industry. You are
at the company headquarters for a meeting to kick off a
large innovation project. The project aims to bring staff from
different levels and countries of the organisation together to
brainstorm new product ideas.

B Prepare a professional identity for yourself using the template

on page 126 and think about how you will present yourself to
your group.
C Go back to your groups and roleplay the three stages of presenting
yourself.
Step 1: Meet and present yourself informally to the people in your project team
before the meeting.
Step 2: Present yourself formally to the team during the meeting.
Step 3: Say goodbye to your team members at the end of the meeting.
D At the end, vote for who gave the most inspirational personal presentation.

!
How successfully have you achieved the lesson outcome? Give yourself a score
from O(I need more practice) to 5 (I know this welll.
Self-assessment Go to My Self-assessment in MyEnglis_hLab to reflect on what you have learnt.
 WRITING < >
Acompany news blog
Lesson outcome Learners can plan and write an informative company news blog.

Lead-in 1 ~ead th~ blog about a company sabbatical policy. Find the extra wo rd
m each line.
r, 0 ·•;//!/{:?/);//·
//_//I':,,_/

Two rriontl1iin ' Wan t t.1me off from the work? Then you are sure to be de1·1ghted by our new initiative. We are

the Caribbean? '' ' offering you the chance to have a 2-month sabbatical, returning back to your current position,
if you have worked with us for more than five years. Full salary is to be paid during which
by Sarah D~eks, th e sabbatical providing for you do volunteer work or visit a country you have not been to
'
H'R rnana er·
9 5 before. Staff who want to participate are expected to return to work and stay for at th e least
"/ 6 six months. The HR team can talk to you through your sabbatical plan by offering advice,
/ I','
/
answering your questions and preparing with a structured, pre-planned re-entry process

·/ .,:--,,;_: <-~ . -~-~~;, /
,'/;~/_,;>/:// >:~-~/ /~ >/ / ,
~~(,1//i;,;.1;/'.,:,,,/;/,',~l'j'., / ,·
1/.,_efti;f~--·1//'/'f/.
1/. ;(,<j1//;¾'~ /, /j /· %./
8 for your return. Although that it is exciting to be offered a sabbatical, you are likely to
' have concerns about time away from work so don't be hesitate to contact us or click on
10 the link to find out if more about this exciting new programme.

Functional 2A Complete the table using words from the blog.

language
Title/lntroduci'ng Informing Concluding

Two months in the Caribbean? We are offering you the Although this is exciting, you
l to ... are likely to have concerns ...
Wanttime 1 from Full 4 is to be paid Don't 6 to contact
work? if you ... us, ..
Staff are sure to be The HR team can help by Click on the' to
2
to learn that ... 5 a structured find out more about ...
re-entry process.

B Write these phrases in the correct place in the table in Exercise 2A.

Great news! We would welcome any comments you might have about ...
New opportunity for all staff! Let us know if you wish to participate.
The changes come into place next month. The company is happy to announce that ...
P.11..."- Teacher'~ r~~ources:
IE/ extra act1v1t1es If you are interested, please contact... We are opening our new office in Ecuador.
. .,. The blog contains examples Why not take advantage of an exciting new scheme?
liill"
../ of phrases with be. Go to
MyEnglishLab for optional
grammar work. page 118 See Grammar reference: Phrases with be

3A Work in pairs. Turn to page 126, look at the spidergram and decide where the information
should go in a blog. Think about how to introduce, inform and conclude effectively.
B Now write the blog in about 200 words.
c Exchange biogs with your partner. How different were they? Having read your partner's
blog, how could you improve yours?

How successfully have you achieved the lesson outcome? Give yourself a score
from o(I need more practice) to 5 (I know this well).
Self-assessment Go to My Self-assessment in MyEnglishLab to reflect on what you have learnt.
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